Daisy the Dinosaur

Daisy the Dinosaur

The story Introduce the book

The two stories in this book are about Daisy The cover
the dinosaur and her family.

Daisy the dinosaur

There is a large spotted egg on the ground
under a tree. Three parrots are sitting in the
tree looking at the strange egg. A peacock, a
penguin and an eagle walk past with their
babies. The parrots ask each bird if the egg
belongs to them. They all say no. Then a
dinosaur arrives and says the egg is hers. The
egg cracks and out comes a baby dinosaur.

Daisy’s day
In this story we read about a typical day in
Daisy’s life. We meet her family and then see l Holdup the book and point to the cover.
Daisy getting out of bed and doing all the Read the title to the class. Read it again and
things she likes doing every day. She likes encourage the children to repeat after you.
singing, eating, jumping, running, drinking,
l Pointto the picture on the cover. Ask What
reading and playing. Daisy often makes a
can you see? (dinosaurs).
mess or breaks things. She is very tiring to
look after. It is a relief when Daisy goes to bed
and the family can have a rest.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

l AskDo you know what a dinosaur is? The contents page

Encourage the children to tell you what they
know about dinosaurs. Daisy the Dinosaur
l Explain
Gill Munton
that the book is about a young Series Editor: Louis Fidge

dinosaur called Daisy. Point to her name on Contents

the cover as you say it. Say Can you find Daisy Daisy the dinosaur
Is this an egg?
Daisy’s day
2
12
13

in the picture? Can you see her name on her What is Daisy doing?
Word list and language structures
23
24

dress?
l Ask the children to find and point to
Mummy, Daddy and Danny. Explain that
Danny is Daisy’s brother. Ask Is Daisy older
or younger than Danny? (younger) How do you
know? (Danny is taller then Daisy).
l Pointout that Daisy has to sit on a cushion
to help her reach the table. Elicit from the
children that she is too small to reach. Also
point out all the mess Daisy has made. Ask
Have you got younger brothers or sisters? Are
they messy like Daisy?
Extra activity
If you have some children in the class who
can write their names, ask one or two to
write them on the board. Write Daisy on
the board. Explain that in English people’s
names begin with a capital letter. Elicit
whether any of the children have names
which start with D.
l Tell
the children to open their books to the
contents page. Open your own book and
hold it up to show the class.
l Read the title again and encourage the
children to read it with you. Point to the
name of the author. Make sure the children
know what an author is.
l Tellthe children to look at the picture. Point
to the dinosaur and ask Who is it? What is
she sitting in? If the children are not sure
what she’s sitting in, show them an egg (or a
picture of one.) Ask What is it? What animals
lay eggs? (birds, snakes, crocodiles, turtles and
in the past, dinosaurs) What grows in an egg?
(the baby). Explain that when the babies are
ready, they crack the shell of the egg and
crawl out. Go back to the picture and try and
elicit what is happening.

Daisy the Dinosaur

The story can be played at any time.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 2 and 3

Daisy the dinosaur

Daisy the dinosaur Extra activities
l Elicit
from the children the names of big
Look. Look at the egg.
things and small things in the classroom.
It’s a big egg. If they don’t know the words for these
things, you could ask individual children
to Point to something big/small.
l Ask What sort of eggs do we eat? (chicken’s
eggs, duck eggs) Do you like eggs? How do
you like them cooked? Are they good for you?

l Tell
2 3

the children to open their books to pages

2 and 3. Open your own book and hold it up
Word list to show the class.
a, at, big, Daisy, dinosaur, egg, it’s, look, the l Tell
the children to look at page 2. Point to
the title of the story and read it out loud.
Language structures
l Tellthe children to look at the picture. Ask
imperatives, present simple tense
the children to find and point to things in
Preparation the picture. Ask How many birds can you see?
(3) What colour are they? (red, blue, green).
Wordcards 1, 2, 4, 10, 18, 21, 31
plus punctuation Elicit or teach the type of bird (parrot). Then
ask Where are the parrots? (in the tree) Are the
Materials parrots surprised? What are the parrots looking
an egg at?
l Focus
on the egg. Ask Is the egg big or small?
Before reading What has it got on it? (spots).
l Before looking at the pages teach egg and big. l Elicit
from the children who the egg might
belong to. Ask Is it the parrot’s egg? How do
l Hold up the egg and say egg. Ask What sound
you know? (it’s too big) What are the parrots
does egg start with? (/e/). What sound does egg
saying? Elicit some ideas.
end with? (/g/).
l Askthe children to find and point to the
l Then say big opening your arms wide and
caterpillar. Ask What is it looking at? Is it
making a big round shape with them. Write
surprised?
big on the board.
l Ask What sound does big start with? (/b/) What
does big end with? (/g/). Extra activity
Ask What do caterpillars eat? (leaves) What
do they turn into? (butterflies) What colour
is this caterpillar? (blue and red).

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

During reading After reading

l Readthe title again pointing to each word as
you read it.
l Read pages 2 and 3 to the class slowly and
clearly. If you wish, use a different voice for
each parrot. Read the pages again pointing
to each word as you read it.
l AskCan you see the word egg? Can you see the
word big?
l Read the text again and encourage the
children to repeat each word after you. Then
read the pages again together as a class.
l Invite
different children to be the parrots and
read their sentence out loud.
l Say Find and point to the word look. How many
can you see? (2). Ask What sound does look
start with? (/l/) What sound does look end with?
(/k/) What sound is in the middle? (/U/). What
letters make the /U/ sound? Elicit that both
the oo make the /U/ sound. Say look for the
children to listen to the sounds. Point out to
the children that the oo in the middle looks
like a pair of eyes! You could write the word
look on the board and draw in eyes on the
oo.
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
l Point to the full stop at the end of each
sentence. Tell the class what they are and
elicit from the children why they are there.
If necessary, explain that we put a full stop
at the end of a sentence to tell us when a
sentence is finished and that we are starting
a new one.
l Write Look at the egg. and It’s a big egg. on
the board. Say each word out loud as you
write it and encourage the children to repeat
each word after you. Then read the complete
sentences together.
l Give ten children one wordcard each and ask
them to come to the board and match their
card with the correct word, one sentence at a
time.
l Give another ten children one wordcard each
in a jumbled order. Ask them to stand at the
front of the class in a line, holding up the
cards. Ask the class to arrange the children
so their wordcards are in the same order as
the sentences on the board. Repeat until the
children are confident.
l Writebig on the board. Elicit from the
children the three sounds that make up the
word. Then say each individual sound in the
word (/b/ /I/ /g/) to show the children how
to read and pronounce simple CVC words.
Repeat each sound then say the word /bIg/
encouraging the children to repeat after you.
l Ask
Whose egg is it? What is inside the egg?
What will the parrots do?
Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.
l Dopage 9 in the Comprehension and
Vocabulary Workbook.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 4 and 5

l Focus on the peacocks. Ask What colour are

Is it your egg? they? (blue, yellow, green, red). Elicit or teach
the type of bird (peacock). Then ask Where
are the peacocks? (on the ground). Tell the
children to point to the big peacock. Then
tell them to point to the small peacock. Ask
No, it isn’t
my egg. Which one is the baby? (the small one) Is the
big peacock happy or angry? Ask the same
question for the small peacock.

Extra activity
4 5

Write big, bird and baby on the board. Ask

Word list What sound do they start with? (/b/). Say the
egg, is, isn’t, it, my, no, your words again for the children to hear the
sound.
Language structures
present simple tense, possessive pronouns
During reading
Preparation l Read pages 4 and 5 to the class slowly and
Wordcards 10, 15, 16, 17, 24, 25, 33 clearly. If you wish, use a different voice for
plus punctuation each bird. Read the pages again pointing to
each word as you read it.
Materials
l Explain that when we are reading, pictures
a large wordcard with No, it isn’t my written can help us to guess what the words say.
on it
Read the text again and copy the actions
and expressions of the birds to illustrate how
Before reading the picture helps us guess what the birds are
l Tell the children to open their books to pages saying.
4 and 5. Open your own book and hold it up l AskCan you see the word egg? Can you see the
to show the class. word it? How many can you see? (each word
l Tell the children to look at the picture. Ask twice).
How many parrots can you see? (3) Are the l Read the text again and encourage the
parrots still in the tree? What is the parrot on children to repeat each word after you. Then
page 5 pointing at? (the egg) Is the egg in the read the pages again together as a class.
same place? Does it look the same? Where is the l Invite
different children to be each character
caterpillar? (standing on the egg) What is it and read their sentence out loud.
doing? (looking at the egg).

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

l Pointto the letter at the beginning of each
sentence. Tell the children that they are
capital letters and elicit from the children
why they are there. If necessary, explain
that we always begin a new sentence with a
capital letter.
l Pointto the question mark (?). Tell the
children that it is a question mark and elicit
from the children why it is there. If necessary,
explain that when someone asks a question,
we end the sentence with a question mark.
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
After reading
l Write Is it your egg? and No, it isn’t my egg.
on the board. Say each word out loud as you
write it and encourage the children to repeat
each word after you. Then read the complete
sentences together.
l Givetwelve children one wordcard each
and ask them to come to the board and
match their card with the correct word, one
sentence at a time.
l Draw pictures of classroom objects the
children are likely to know on the board,
e.g. a bag, a pencil, a book, etc. Point to
each picture and elicit the words from the
children.
l Write Is it your ____? on the board. Invite a
child to the front of the class and give them
the large wordcard with No, it isn’t my written
on it. Point to one of the pictures, e.g. the
bag, and ask the child Is it your bag?
l Tell
the child to hold up the wordcard and
encourage the class to read it out loud and
to add the missing word (bag). Point to each
word as they do so. Repeat this with different
children and different classroom objects.
Extra activity
The picture on pages 4 and 5 can be used to
teach the prepositions in and on.
The parrots are in the tree.
The caterpillar is on the egg.
l AskWhose egg is it? What bird will walk past
next? What will the parrots ask?
Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 6 and 7

l Focus on the penguins. Ask What colour are

they? (black and white). Elicit or teach the
type of bird (penguin). Then ask Where are
Is it your egg? the penguins? (on the ground). Can penguins
No, it isn’t my egg. fly? (no). Tell the children to point to the big
penguin. Then tell them to point to the small
penguin. Ask Which one is the baby? (the
small one) Is the big penguin happy or angry?

Extra activity
6 7

Write penguin on the board. Ask What sound

does penguin start with? (/p/). Say the word
Word list again for the children to hear the sound.
egg, is, isn’t, it, my, no, your

Language structures
During reading
l Read pages 6 and 7 to the class slowly and
present simple tense, possessive pronouns
clearly. If you wish, use a different voice
Preparation for each character. Read the pages again
Wordcards 10, 15–17, 24, 25, 33 pointing to each word as you read it.
plus punctuation l AskCan you see the word egg? Can you see the
word it?
Materials
l Read the text again and encourage the
a large wordcard with No, it isn’t my
written on it children to repeat each word after you. Then
read the pages again together as a class.
l Invite
different children to be each character
Before reading
and read their part of the story out loud.
l Tell the children to open their books to pages
l Putthe children into pairs. Ask one to look
6 and 7. Open your own book and hold it up
at page 7 and to find and point to the
to show the class.
question Is it your egg? Ask the other to look
l Tell the children to look at the picture. Did
back at page 5 to find and point to the same
they guess the bird correctly?
question. Repeat with No, it isn’t my egg.
l Ask How many parrots can you see? (3) Are the
l Pointto different words at random and ask
parrots still in the tree? (2 are in the tree) What
the children what they say. Then read the
is the parrot on page 7 doing? (flying) Is the egg
text on both pages again, encouraging the
in the same place? Does it look the same? What is
children to read with you.
the caterpillar doing? (trying to push the egg).

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

l Write Is it your ___ ? on the board. Invite a

l Tellthe children to point to the capital
child to the front of the class and give them
letters at the beginning of each sentence, the
the large wordcard with No, it isn’t my written
question mark at the end of the question and
on it. Point to one of the pictures, e.g. the
the full stop at the end of the answer.
bag, and ask the child Is it your bag?
l AskWhose egg is it? What bird will walk past
After reading
next? What will the parrots ask?
l Write Is it your egg? and No, it isn’t my egg.
on the board. Say each word out loud as you
write it and encourage the children to repeat
Wordcard activities
each word after you. Then read the complete Choose some appropriate activities from
sentences together. page 16 of the Teacher’s Notes Introduction.
l Givetwelve children one wordcard each
and ask them to come to the board and
match their card with the correct word, one
sentence at a time.
l Draw pictures of classroom objects the
children are likely to know on the board,
e.g. a bag, a pencil, a book, etc. Point to
each picture and elicit the words from the
children.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 8 and 9

l Focus on the eagles. Ask What colour are they?

Is it your egg?
(purple, yellow, white). Elicit or teach the
type of bird (eagle). Then ask Where are the
eagles? (in the sky). Tell the children to point
No, it isn’t my egg. to the big eagle. Then tell them to point to
the small eagle. Ask Which one is the baby?
(the small one) Who is the big eagle looking
at? (the baby eagle) Is the baby eagle worried?
Why? (because it can’t fly very well) How do
we know it can’t fly very well? (because it’s got
8 9
a very wobbly line behind it).

Word list During reading

egg, is, isn’t, it, my, no, your l Read pages 8 and 9 to the class slowly and
clearly. If you wish, use a different voice
Language structures for each character. Read the pages again
present simple tense, possessive pronouns pointing to each word as you read it.

Preparation
Wordcards 10, 15–17, 24, 25, 33
plus punctuation
Before reading
l Tell the children to open their books to pages
8 and 9. Open your own book and hold it up
to show the class.
l Tell the children to look at the picture. Did
they guess the bird correctly?
l Ask How many parrots can you see? (3) Are the
parrots still in the tree? (2 are in the tree, 1 is
on the ground) What is the red parrot pointing
at? Is the egg in the same place? Does it look the
same? What is the caterpillar doing? (trying to
break the egg with a hammer).
l AskCan you see the word egg? Can you see the
word it?
l Read the text again and encourage the
children to repeat each word after you. Then
read the pages again together as a class.
l Invite
different children to be each character
and read their sentence out loud.
l Putthe children into pairs. Ask one to look
at page 8 and to find and point to the
question Is it your egg? Tell the other to look
back at page 7 to find and point to the same
question. Repeat with No, it isn’t my egg on
page 9.
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
l Tellthe children to point to the capital
letters at the beginning of each sentence, the
question mark at the end of the question and
the full stop at the end of the answer.

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

After reading
l Talkabout how birds use their wings to fly
(they flap them up and down). Ask Can baby
birds fly as soon as they come out of the egg?
How do they learn? (they have to jump out
of their nest and try to fly). Elicit from the
children other animals or insects that have
wings (butterflies, bees, bats). Then elicit
machines that have wings (aeroplanes).
l AskWhose egg is it? What bird will walk past
next? What will the parrots ask?

Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.

l Dopage 10 in the Comprehension and

Vocabulary Workbook.

10

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 10 and 11

l Focus on the dinosaur. Ask Who is touching

It’s my egg.
the egg? Is it a man or lady dinosaur? How do
we know? (she is wearing a necklace) Why
This is my baby.
is the dinosaur looking at the egg? (because
it’s her egg) Does she love the egg? How do we
know? (there is a love heart above her head).
l Tell
the children to look at the picture
on page 11. Ask What is the lady dinosaur
wearing? (a dress, jacket and shoes). Say
Look at her long tail and the spikes on her back.
10 11

l Ask How many parrots can you see? (3) What

Word list
baby, egg, is, it’s, my, this
Language structures
present simple tense, possessive pronouns
Preparation
Wordcards 3, 10, 14, 18, 24, 32
plus punctuation
Materials
a picture of a baby
a large wordcard with Yes, this is my written
on it.
Before reading
l Before looking at the pages, teach baby. Hold
up the picture of the baby and say baby.
Write the word on the board and encourage
the childen to repeat it after you.
l Tell the children to open their books to pages
10 and 11. Open your own book and hold it
up to show the class.
l Tell the children to look at the picture on
page 10. Ask How many parrots can you
see? (3) Why are they surprised? (because a
dinosaur is looking at the egg) Is the egg in
the same place? Does it look big or small? Where
is the caterpillar? (hiding behind a stone).
are they doing? Do they look surprised or happy?
What is the caterpillar holding? (a magnifying
glass) Why? (it is looking at the egg shell) Has
the egg changed? (yes, it’s cracked open) Who
has come out of the egg? (a baby dinosaur –
Daisy) Is the big dinosaur happy? Why is she
happy? (because the small dinosaur is her
baby).
During reading
l Read pages 10 and 11 to the class slowly and
clearly. Read the pages again pointing to
each word as you read it.
l AskCan you see the word egg? Can you see the
word baby?
l Read the text again and encourage the
children to repeat each word after you. Then
read the pages again together as a class.
l Invite
different children to be each character
and read their part of the story out loud.
l Ask
Which word is in both sentences? (my)
What sound does my begin with? (/m/).
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.

11

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Page 12
After reading
l Draw pictures of classroom objects the Is this an egg?
children are likely to know on the board,
Is this an egg? Daisy’s day
e.g. a bag, a pencil, a book, etc. Point to
each picture and elicit the words from the Is this an egg?
No. It’s a leg.
Mum
Dad
children. Daisy

l Write Is it your ___ ? on the board. Invite a

child to the front of the class and give them Is this a leg?
No. It’s a peg.

the large wordcard with Yes, this is my written

on it. Point to one of the pictures, e.g. the
bag, and ask the child Is it your bag?
Is this peg?
No, it’s an egg.

l Tell
the child to hold up the wordcard and Danny

encourage the class to read it out loud, 12 13

adding the missing word (bag). Point to

each word as they do so. Repeat this several
times with different children and different
classroom objects.
l Givethe children time to read the whole
story again with a partner or to read it
quietly by themselves.
Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.
l Dopage 11 in the Comprehension and
Vocabulary Workbook.
Materials
2 eggs, 2 pegs
l Read the rhyme to the class twice. Hold up
the egg and point to your leg for the first
verse. Point to your leg and hold up the peg
for the second verse. Hold up the peg and
then the egg for the last verse. Encourage the
children to join in with the words when they
feel confident. You may need to pre-teach leg
and peg using the objects you have brought
in with you.
l Invite three children to the front of the class.
Give one an egg, one a peg and the other a peg
and an egg. Tell the first two that they should
use their own leg. Help the children to read
the verse which mentions the objects they are
holding. Repeat with another three children.
l Elicit from the class which words rhyme (egg,
leg, peg).

12

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

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 Daisy the Dinosaur

Page 13

Daisy’s day During reading

l Readthe names on page 13 to the class
Daisy’s day slowly and clearly, pointing to each word
as you read it.
Mum

l Ask
Dad
Daisy Can you see the word Mum? Can you see
the word Dad? Can you see the word Danny?
Can you see the word Daisy? Point out that
Daisy is also written on the front of Daisy’s
dress.
this peg?
o, it’s an egg. l Read each character’s name in random
Danny order and ask the class to point to the correct
13 character.

Word list
After reading
l WriteMum, Dad, Danny and Daisy on the
Dad, Daisy, Danny, Mum
board. Explain that in English people’s
names begin with a capital letter. Elicit
Before reading whether any of the children have names
l Tell
the children to open their books to page which begin with the same letter as any of
13. Open your own book and hold it up to the characters’ names.
show the class.
l Pointto each name in random order and ask
l Pointto the title of the story and read it out the children to say the name.
loud. Elicit from the children what they think
l SayDad, Danny and Daisy again. Ask What
the story is going to be about.
sound do they start with? (/d/).
l WriteDaisy’s day on the board. Ask What
l Say Dad again. Ask What sound is at the end?
sound do the words start with? (/d/). Say the
(/d/) What sound is in the middle? (/œ/). Say
words again.
each individual sound in the word (/d/ /œ/
l Tellthe children to look at the picture. Ask /d/) to show the children how to read and
What is Daisy wearing? (a dress, shoes) What pronounce simple CVC words. Repeat the
is she doing? (sitting on Mum’s lap, waving). activity with Mum /møm/.
Repeat the questions for the other members
of the family. Ask Are they friendly? How do we
Extra activity
know? (they are all smiling).
l Talk about the children’s families. Ask
Have you got brothers or sisters? What are
their names?

l Dopage 12 in the Comprehension and

Vocabulary Workbook.

13

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 14 and 15

l Ask Can you see the word Mum? Can you see
Good morning, Daisy. I like singing. the word Daisy?
Good morning, Mum.
l Read the text on page 14 again as a class.
l Invite
different children to be each character
and read their sentence out loud.
l AskWhich two words are the same in each
speech bubble? (Good morning).
l Readthe speech bubble and the sentence on
Daisy is singing.
page 15 again together as a class.
l Invite
different children to read Daisy’s
14 15

speech bubble.
Word list l Ask Which word is in both sentences? (singing).
Daisy, good, I, is, like, morning Mum, singing Tell the children to look at the word singing.
Elicit from the children which letters are used
Language structures in the same order more than once (ing).
greetings, like + ...ing, present continuous
tense After reading
l Write Good morning on the board, saying
Preparation
each word out loud as you write it. Yawn and
Wordcards 6, 11, 13, 14, 20, 22, 23, 29 stretch your arms as though you are waking
plus punctuation up and say Good morning to the class. Invite
a child to the front of the class and say Good
Before reading morning (child’s name). Point to the words
l Tell the children to open their books to pages on the board as you read them. Encourage
14 and 15. Ask Who can you see? Is it morning the child to say Good morning. Invite two
or night? How do we know? (the sun is in the different children to the front of the class and
sky) What is Daisy wearing? (pyjamas). encourage them to read the greeting to each
other, adding their partner’s name. Repeat
l Elicit from the children what they can see
several times with different children.
in Daisy’s room. Ask Is Daisy a tidy dinosaur?
Then ask What can you see on the floor? (doll,
Extra activity
ball, pens, sock, yo-yo, paper, shoes) What
Ask Do you like music? Have you got a favourite
can you see on her bed? (book, T-shirt).
song? If the children all know a song (in
l Ask Why is Mum looking round the door? and
their own language), you could sing it
elicit suggestions from the children.
together. When you have finished, smile
l Tell the children to look at page 15. Ask What and say I like singing.
is Daisy doing? (dancing and singing) How do
we know? (she is listening to music). l Ask What will Daisy do next?

During reading Wordcard activities

l Read pages 14 and 15 to the class slowly and Choose some appropriate activities from
clearly. Read the pages again pointing to page 16 of the Teacher’s Notes Introduction.
each word as you read it.
14

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

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 Daisy the Dinosaur

Pages 16 and 17

l Elicit
from the children what time of day
they think it might be and what meal Daisy
is eating. If necessary, tell them it is morning
I like jumping. and that she is eating breakfast. Ask What is
Daisy eating? (cereal) Is the table clean? Who
made it dirty?
I like eating.
l Talkabout the rest of the picture. Ask Who
is Daisy waving to? Where is Danny? (going
out of the door) Where is he going? Elicit
Daisy is eating. Daisy is jumping. suggestions for this question. Make sure
someone says to school. Then ask How do we
16 17

know? (he’s got his school bag on his back.

Word list Ask What is Dad doing? (reading the paper).
Daisy, eating, I, is, jumping, like l Tell
the children to look at the picture on
page 17. Ask the children to name the
Language structures members of the family.
like + ...ing, present continuous tense l AskWhere is Daisy? (in the garden) How do we
know? (we can see the outside of the house,
Preparation
grass and flowers) What is she doing?
Wordcards 6, 9, 13, 14, 19, 20
plus punctuation l Focuson Mum. Ask Where is Mum? (in the
kitchen) How do we know? (we can see taps
and a sink) Who is Mum looking at? Is Mum
Before reading happy? Why? Elicit suggestions from the
l Before looking at the pages, write the word children (Daisy is jumping on the flowers).
eating on the board. Mime eating something, Ask Is Daisy careful?
point to the word on the board and say eating. If
you wish, play a mime game with the children.
Extra activity
Mime eating a banana (peel it etc. to give the
children as many clues as possible) and ask Talk about Daisy’s clothes. Ask What is Daisy
What am I eating? Repeat with other foods. wearing? (a dress, T-shirt, socks, shoes) What
is on the front of her dress? (her name and a
l Now write the word jumping on the board.
flower). Say flower and ask What sound does
Jump up and down, point to the word on
it start with? (/f/). Repeat for dress.
the board and say jumping. Ask individual
children to jump and encourage the class to l Ask Where is Danny? (at school). Tell the
say jumping as they watch. children to look at the picture on page 16
l Tell the children to open their books to pages to remind them that Danny left the house.
16 and 17. Open your own book and hold it Then ask Where is Dad? Elicit suggestions
up to show the class. from the class until someone says At work.
l Tell the children to look at the picture on
page 16. Ask the children to name the
members of the family.

15

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

During reading After reading

l Read pages 16 and 17 to the class slowly and
clearly. Read the pages again pointing to
each word as you read it. If you wish, mime
each verb to remind the children of what
they mean.
l Askthe children to find and point to the
words eating, jumping. Ask Can you see the
word eating? Can you see the word jumping?
l Askthe class to find and point to Daisy’s
name on the pages. Make sure they don’t
forget the name on her dress.
l Read the text again and encourage the
children to repeat each word after you. Then
read the pages again together as a class.
l Invite
different children to read Daisy’s
speech bubbles.
l Tell
the children to look at page 16. Ask
Which word is in both sentences? (eating).
Repeat for page 17 (jumping).
l Putthe children into pairs. Ask one to look
at page 16 and to find and point to I like
eating. Then tell the other one to look back
to page 15 to find I like singing. Elicit from
the children which words are the same and
which word is different. Do this by reading
one speech bubble at a time out loud and
comparing them. Repeat for Daisy’s speech
bubble on page 17.
l Do the same activity using the sentences
at the bottom of the page, starting by
comparing pages 16 and 15 as above.
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
l Invitethree children to the front of the class.
Give each child one wordcard, either singing,
eating or jumping. Tell the children to hold
them up and ask the class to read each word
out loud.
l Mime one of the actions, e.g. jumping, and
ask the class to point to the correct wordcard.
Repeat several times varying the mime each
time.
l Writethe word is on the board. Say each
individual sound in the word (/I/ /z/) to show
the children how to read and pronounce
simple words. Repeat each sound then say
the word /Iz/ encouraging the children to
repeat after you.
l Write singing, eating and jumping on the
board. If possible write the -ing endings in
a different colour. Elicit from the children
how each word ends and that it is the same
ending for each word.
Extra activity
Ask What do you eat for breakfast/lunch/in the
evening? Do you like eating? What do
you like eating best?
l AskWhat will Daisy do next? Elicit suggestions
from the children.
Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.

16

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 18 and 19

l Then ask What is Daisy doing? What is on the

I like running.
Daisy is running.
18
I like drinking.
l Tell
Daisy is drinking.
19
path? Is Daisy looking at the car? Say Look
at Mum. Is she happy or worried? Why? Elicit
ideas from the children. Try to elicit that
Daisy is going to trip over the car.
the children to look at the picture on
page 19. Ask Where is Daisy? (in the kitchen)
How do we know? To answer this question,
encourage the children to match the things
in the kitchen on page 19 with the things in
the kitchen on page 16.

l Ask Where is Daisy sitting? (on the table) Is

Key vocabulary she happy? Why is she crying? What has she
Daisy, drinking, I, is, like, running done? (she’s tripped over the car and hurt her
nose) How do we know? (the car is broken on
Language structures the table and Daisy has got a plaster on her
like + ...ing, present continuous tense nose).

Preparation l Then ask What is Daisy drinking? (orange

juice) How do we know? (the juice carton is on
Wordcards 6, 8, 13, 14, 20, 28
the table).
plus punctuation

Before reading During reading

l Read pages 18 and 19 to the class slowly and
l Before looking at the pages, write the word
clearly. Read the pages again pointing to
running on the board. Mime running, point
each word as you read it. If you wish, mime
to the word on the board and say running.
each verb to remind the children of what they
Ask individual children to run on the spot
mean.
and encourage the class to say running as
they watch. l Ask the children to find and point to the
words running and drinking. Ask Can you
l Now write the word drinking on the board.
see the word running? Can you see the word
Mime drinking, point to the word on the
drinking?
board and say drinking.
l Askthe class to find and point to Daisy’s
l Tell the children to open their books to pages
name on the pages. Make sure they don’t
18 and 19. Open your own book and hold it
forget the name on her dress.
up to show the class.
l Read the text again and encourage the
l Tell the children to look at the picture on
children to repeat each word after you. Then
page 18. Ask the children to name the
read the pages again together as a class.
members of the family.
l Invite
different children to read Daisy’s
l Ask Where is Daisy? Elicit suggestions from
speech bubbles.
the children (in the garden). How do you
know? (we can see grass, the tree, a swing).

17

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

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 Daisy the Dinosaur

l Tell
the children to look at page 18. Ask After reading
Which word is in both sentences? (running).
l Invitefive children to the front of the class.
Repeat for page 19 (drinking).
Give each child one wordcard, either singing,
l Putthe children into pairs. Ask one to look eating, jumping, running or drinking. Tell the
at page 18 and to find and point to I like children to hold them up and ask the class to
running. Then tell the other one to look at read each word out loud.
page 17 and to find I like jumping. Elicit from
l Mime one of the actions, e.g. jumping, and
the children which words are the same and
ask the class to point to the correct wordcard.
which word is different. Do this by reading
Repeat several times varying the mime each
one speech bubble at a time out loud and
time.
comparing them. Repeat for Daisy’s speech
l Writesinging, eating, jumping, running and
bubble on page 19.
singing on the board. If possible write the -ing
l Do the same activity using the sentences
endings in a different colour. Elicit from the
at the bottom of the page, starting by
children how each word ends and that it is
comparing pages 18 and 17 as above.
the same ending for each word.
l Pointto Daisy and drinking. Say the words
several times. Ask What sound do they start
Extra activities
with? (/d/). Elicit from the children that
l Ask What do you drink for breakfast/lunch/in
Daisy starts with a capital letter. Remind the
children that in English people’s names begin the evening? What do you like drinking best?
with a capital letter. Elicit whether any of the l Talkabout dangers in the home. Ask
children have names which start with D. Have you ever hurt yourself at home? What
l Pointto different words at random and ask happened? Encourage the children to tell
the children what they say. Then read the each other about accidents they have had.
text on both pages again, encouraging the l Ask What will Daisy do next? Elicit
children to read with you. suggestions from the children.
l Tellthe children to point to the full stops
at the end of the sentences. Remind the Wordcard activities
children that these tell us when a sentence
Choose some appropriate activities from
has finished when we are reading.
page 16 of the Teacher’s Notes Introduction.

l Dopage 13 in the Comprehension and

Vocabulary Workbook.

18

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

Pages 20 and 21

l AskWhere are Daisy, Dad and Danny? Elicit

I like playing. suggestions from the children (in the living
room). Ask How do you know? (we can see
a sofa, a television etc) What is Dad doing?
I like reading. (watching football) What is Danny doing?
(playing computer games).
l Focus on Daisy. Ask What is Daisy doing? Say
Look at the picture on the front of her book.
What is the book about? (dinosaurs). Is Daisy
Daisy is reading. Daisy is playing. sitting on her chair properly? Is it safe? Elicit
from the children what might happen (she
20 21

might fall backwards).

Word list l Tell
the children to look at the picture on
Daisy, I, is, like, playing, reading page 21. Ask the children to name the
members of the family.
Language structures
l Ask Where is Daisy? (in the bathroom, in the
Like + ...ing, present continuous tense bath) What is she doing? What can you see in
Preparation the bath? (boat, duck, dinosaur, ball, soap,
bubbles) What is Mum holding? (a towel) Why
Wordcards 6, 13, 14, 20, 26, 27
do we use a towel? (to dry ourselves when we
plus punctuation
are wet).
Materials l Elicit
from the children whether they have
toys baths or showers.
l Pointto the toys in the bath. For each one
Before reading ask What is it? (boat, ball, dinosaur, duck).
l Before looking at the pages, write the word Write boat, ball and bath on the board saying
reading on the board. Mime reading, point to each word out loud as you write it. Ask What
the word on the board and say reading. sound do they start with? (/b/).

l Now write the word playing on the board.

Mime playing (use the toys to help you),
point to the word and say playing.
l Tell the children to open their books to pages
20 and 21. Open your own book and hold it
up to show the class.
l Tell the children to look at the picture on
page 20. Ask the children to name the
members of the family. Ask What time of day
is it? Point out the sun through the window
and remind the children that dad is home
from work and Danny is back from school.

19

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur
During reading
l Read pages 20 and 21 to the class slowly and
clearly. Read the pages again pointing to
each word as you read it. If you wish, mime
each verb to remind the children of what they
mean.
l Ask the children to find and point to the
words reading and playing. Ask Can you
see the word reading? Can you see the word
playing?
l Ask
the class to find and point to Daisy’s
name on the pages.
l Read the text again and encourage the
children to repeat each word after you.
Then read the pages again together as a class.
l Invite
different children to read Daisy’s
speech bubbles.
l Tell
the children to look at page 20. Ask
Which word is in both sentences? (reading).
Repeat for page 21 (playing).
l Putthe children into pairs. Ask one to look
at page 20 and to find and point to I like
reading. Then tell the other one to look at
page 19 and to find I like drinking. Elicit from
the children which words are the same and
which word is different. Do this by reading
one speech bubble at a time out loud and
comparing them. Repeat for Daisy’s speech
bubble on page 21.
l Do the same activity using the sentences
at the bottom of the page, starting by
comparing pages 20 and 19 as above.
l Pointto different words at random and ask
the children what they say. Then read the
text on both pages again, encouraging the
children to read with you.
l Tellthe children to point to the full stops
at the end of the sentences. Remind the
children that these tell us when a sentence
has finished when we are reading.
20
Little Explorers A: Daisy the Dinosaur Teacher’s Notes
This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
After reading
l Inviteseven children to the front of the class.
Give each child one wordcard, either singing,
eating, jumping, running, drinking, reading or
playing. Tell the children to hold them up and
ask the class to read each word out loud.
l Mime one of the actions, e.g. jumping, and
ask the class to point to the correct wordcard.
Repeat several times varying the mime each
time.
Extra activities
l Talkabout books. Ask Do you like reading?
What book do you like best?
l Talk about television programmes.
Ask: Do you like watching television? What
programme do you like best?
l Talk about the games children play at
home. If it’s possible, you could play one
in the class.
l Write singing, eating, jumping, running, reading
and playing on the board. If possible write the
-ing endings in a different colour. Elicit from
the children how each word ends and that it
is the same ending for each word.
l Rubout all the words except running, reading
and playing. Say running reading several
times. Ask What sound do they start with? (/r/).
l Sayplaying several times. Ask What sound
does playing start with? (/p/).
l AskWhat will Daisy do next? Elicit suggestions
from the children.
Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.
 Daisy the Dinosaur

Page 22

What is Daisy doing? l AskWhy is Daisy tired? Did she have a

Goodnight, Daisy. a
c busy day? What did she do today? Elicit the
activities from the children and write each
b

one on the board as they say it (singing,

d
e eating, jumping, running, drinking, reading,
f
playing).
g l Focuson Daisy’s room. Ask Is Daisy a tidy
h

dinosaur? How do we know? (there are things

all over the floor and on her bed). Then ask
1 sleeping 2 reading 3 singing 4 eating

Daisy is sleeping.
5 drinking 6 running 7 jumping 8 playing
What can you see on the floor? (book, ball,
pens, shoes, skipping rope, paper) What can
22 23

you see on her bed? (book, her dress, a sock).

Word list l Say
Look at the picture on the floor. Who is it?
Daisy, Goodnight, is, sleeping (Mum) Who drew the picture? (Daisy).

Language structures Extra activity

greetings, present continuous tense Talk about the children’s bedtime. Ask What
time do you go to bed? Do you share your room
Preparation with a brother or sister?
Wordcards 6, 12, 14, 30
l AskWhy are Dad, Mum and Danny looking
plus punctuation
round the door? and elicit suggestions from
the children.
Before reading
l Before looking at the pages, write the word
During reading
sleeping on the board. Mime sleeping, point to
l Readpage 22 to the class slowly and clearly.
the word on the board and say sleeping.
Read the page again pointing to each word
l Tell the children to open their books to pages
as you read it. If you wish, mime sleeping to
22 and 23. Open your own book and hold it
remind the children what it means.
up to show the class.
l Askthe children to find and point to the word
l Tell the children to look at page 22. Ask the
sleeping. Ask Can you see the word sleeping?
children to name the family (Dad, Mum,
l Ask the class to find and point to Daisy’s
Danny and Daisy). Ask Where are the family?
name on the page. Make sure they find the
(in Daisy’s room) Is it morning or night?
name on the front of her dress, lying on the
(night) How do we know? (the moon is in the
bed. Then say Can you find the /d/ on Daisy’s
sky) What is Daisy wearing? (pyjamas) Is Daisy
bed? Give the children time to find it. Elicit
waking up or going to sleep? (going to sleep)
from the children what they think it stands
How do we know? (she is lying down on her
for (Daisy). Remind them that it is a capital
pillow, she has got her eyes closed).
letter and elicit from them when we use
capital letters in English (at the beginning of
a name and a sentence).

21

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

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 Daisy the Dinosaur

Page 23
l Read the text again and encourage the
children to repeat each word after you. Then What is Daisy doing?
read the pages again together as a class.
l Invitethree children to read the speech What is Daisy doing?
Goodnight, Daisy. a
bubble. Encourage them to use appropriate
c
b

voices. Repeat with other groups of three.

l AskWhy doesn’t Daisy answer? Point to the d
e

sentence at the bottom of the page and

encourage the children to read it as their f

g
answer. h

After reading Daisy is sleeping.

1 sleeping
5 drinking
2 reading
6 running
3 singing
7 jumping
4 eating
8 playing

l Play the Goodnight game. Write Goodnight,

22 23

(write your name). on the board. Ask the

children to read the sentence. Pretend to be
asleep and snore loudly! Then rub out your
name and replace it with the name of a child
from the class. Ask the children to read the
new sentence and encourage the child in the
sentence to pretend to be asleep. Continue
playing with different names.
l Write singing and sleeping on the board. Ask
What sound do they start with? (/s/). Ask Which
letter is the same in sleeping? (e).
l Givethe children time to read the whole
story again with a partner or to read it
quietly by themselves.
l Tell
the children to look at page 23. Point to
each picture in turn and ask What is Daisy
doing?
l Point to each picture again, one at a time.
Tell the children to find, point to and read
out loud the correct word at the bottom of
the page.
l Dopage 14 in the Comprehension and
Vocabulary Workbook.

Wordcard activities
Choose some appropriate activities from
page 16 of the Teacher’s Notes Introduction.

22

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006
 Daisy the Dinosaur

After reading
Response to the story
l Ask
the children which story they liked best.
Why?

Characters
l Ask the children to name each member of
the family.
l Ask Is Daisy funny? Is she clumsy? Is she tidy?
l Ask
Who looked after Daisy? Who went to work?
Who went to school?

Setting
l Where did the first story take place?
l Where did the second story take place?
l Elicit
from the children all the different
rooms and places they saw in the second
story (Daisy’s room, the kitchen, the garden,
the living room).

Plot
l Encourage the class to re-tell each story
simply in their own words.

Moral issues
l Ask the class how Daisy could help her Mum,
e.g. by tidying up her bedroom.
l Talkabout Daisy’s accident in the garden
and the way she was sitting on her chair. Ask
the children how she could be more careful.

Vocabulary
l Usethe Word recognition record sheet to
check what sight vocabulary the children
have learnt.

23

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

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 Daisy the Dinosaur

Follow-up ideas Art Give each child an outline picture of a

Daisy the dinosaur
Eggs Ask the children to name different
animals that lay eggs (crocodiles, turtles,
tortoises, snakes, hens, birds). Bring some eggs
into class. Look at them and discuss the various
parts of an egg.
feather and ask them to draw a design on it
and colour it in. Make a display of the feathers.
Give each child an outline picture of a penguin
and tell them to colour in the black bits. You
could make a large snowy background and
stick the penguins onto it for a class display.
Make simple paper aeroplanes with wings and
see how well they fly.

Dinosaurs Elicit anything the children know
about dinosaurs. Start a dinosaur corner and
encourage children to bring in, and
display, any models, toys, pictures or
information they have about dinosaurs.
Animals and their young Daisy is a baby
dinosaur. Talk about the things the
children had to learn to do when they were
babies, e.g. walk, talk, feed themselves. Talk
about other animals and their young, e.g. cats,
monkeys, crocodiles, lions. Elicit from the
children what different animals teach their
babies.
Drama Daisy the Dinosaur is very good for
acting out as a class. You could invent more
animals and their young to ensure everyone in
the class is involved.
Daisy’s day
Families Ask the children about their own
families. How many children are in their
family? Are they oldest, youngest or in the
middle?
Enlarge the picture of Daisy and her family on
page 13. Colour the picture of the family for a
class display.

Babies Talk about what human babies can

and can’t do. Try to elicit the sequence of
development, e.g. they can’t walk before they
can crawl etc. If any of the children have baby
brothers or sisters, encourage them to tell the
class about the funny things their brothers or
sisters do.

Game Play Guess who? Ask the children to

bring in photos of themselves as babies.
Display them without labels and ask the class
to guess who they think each one is.

24

Little Explorers A: Daisy the Dinosaur Teacher’s Notes

This page has been downloaded from www.macmillanenglish.com/young learners © Macmillan Publishers Limited 2011 Text © Louis Fidge 2006